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Syed Irfan Karim, Farhana Irfan, Shazia Haris, Nassr Al-Maflehi, Abdullah MA Ahmed, Gominda Ponnamperuma, Shuaa Al Sayyari & Eiad Al Faris. (2023) Relationship Between Socio-Demographics, Study Skills and Distress Among Pakistani School Students: A Cross-Sectional Study in Riyadh, Saudi Arabia. Psychology Research and Behavior Management 16, pages 587-598.
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Dawn Atkinson & H. Smith Risser. (2023) Exploring Students’ Responses to Reading Assignments in First-year University Mathematics Courses. Journal of College Reading and Learning 53:1, pages 38-57.
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Michelle L. Rivers, John Dunlosky & Mason McLeod. (2022) What constrains people’s ability to learn about the testing effect through task experience?. Memory 30:10, pages 1387-1404.
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Tara T. Lineweaver, Amanda C. G. Hall, Hanna Throgmorton, Sean M. Callahan & Alexis J. Bell. (2022) Teaching Students to Study More Effectively: Lessons Learned from an Empirical Comparison of a Study Tips Presentation and a Review Article. Journal of College Reading and Learning 52:3, pages 170-190.
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Abby Johnson Holm, Hannah Hausman & Matthew G. Rhodes. (2022) Study strategies and “study drugs”: investigating the relationship between college students’ study behaviors and prescription stimulant misuse. Journal of American College Health 70:4, pages 1094-1103.
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Geoffrey B. Maddox, Rahul Peravali & Tierney Linville. (2022) Examining the effects of training on young and older adult implementation of spaced retrieval strategies. Aging, Neuropsychology, and Cognition 29:1, pages 48-69.
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Stephen L. Chew & William J. Cerbin. (2021) The cognitive challenges of effective teaching. The Journal of Economic Education 52:1, pages 17-40.
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Steven C. Pan, Faria Sana, Joshua Samani, James Cooke & Joseph A. Kim. (2020) Learning from errors: students’ and instructors’ practices, attitudes, and beliefs. Memory 28:9, pages 1105-1122.
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Christof Kuhbandner & Kathrin J. Emmerdinger. (2019) Do students really prefer repeated rereading over testing when studying textbooks? A reexamination. Memory 27:7, pages 952-961.
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Jason Geller, Alexander R. Toftness, Patrick I. Armstrong, Shana K. Carpenter, Carly L. Manz, Clark R. Coffman & Monica H. Lamm. (2018) Study strategies and beliefs about learning as a function of academic achievement and achievement goals. Memory 26:5, pages 683-690.
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Articles from other publishers (99)
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Jan Dirk Capelle, Kerstin Senker, Stefan Fries & Axel Grund. (2023) Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach. Frontiers in Psychology 14.
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Eva Bosch & Birgit Spinath. (2023) What evidence-based learning activities help students acquire knowledge, correct confidence in their own knowledge, and accurate self-assessment?. Learning and Individual Differences 108, pages 102374.
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Veronica X. Yan, Brendan A. Schuetze & Stephany Duany Rea. (2023) Becoming Better Learners, Becoming Better Teachers: Augmenting Learning via Cognitive and Motivational Theories. Human Arenas.
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Jasmin Breitwieser, Lea Nobbe, Daniel Biedermann & Garvin Brod. (2023) Boosting self-regulated learning with mobile interventions: Planning and prompting help children maintain a regular study routine. Computers & Education 205, pages 104879.
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Erin McCallister, Amanda Bernard, Daniel W. Flowers & Lauren Rachal Sant. (2023) Effects of a Blocked Versus Full-Length Semester Design on Doctor of Physical Therapy Student Performance and Retention. Journal of Physical Therapy Education 37:3, pages 186-192.
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Eva M. Janssen, Tamara van Gog, Laura van de Groep, Anne Jóia de Lange, Roosmarijn L. Knopper, Erdem Onan, Wisnu Wiradhany & Anique B. H. de Bruin. (2023) The Role of Mental Effort in Students’ Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them. Educational Psychology Review 35:3.
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Emma Trumble, Jason Lodge, Allison Mandrusiak & Roma Forbes. (2023) Systematic review of distributed practice and retrieval practice in health professions education. Advances in Health Sciences Education.
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Jorge Tricio, Pablo Salles, César Orsini & Jaime Aravena. (2022) Effect of an online module designed to promote first‐year dental students' evidence‐based study strategies. European Journal of Dental Education 27:3, pages 428-437.
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Amanda J. Sebesta & Elena Bray Speth. (2023) Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams. PLOS ONE 18:7, pages e0287313.
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Marloes Broeren, Peter Verkoeijen, Anita Heijltjes, Lidia Arends & Guus Smeets. (2023) Promoting retrieval practice use during self‐study in higher education: The effects of a compact strategy intervention with metacognitive support. Applied Cognitive Psychology 37:4, pages 830-844.
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Veronica Cembrani, Anna Serbati & Claudio Mulatti. (2023) Metodo e strategie di studio: cosa sanno gli studenti? Un’indagine all’Università di Trento. Journal of Educational, Cultural and Psychological Studies (ECPS Journal):27.
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Logan Fiorella. (2023) Making Sense of Generative Learning. Educational Psychology Review 35:2.
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Carla M. Firetto, Emily Starrett, Amy Collins Montalbano, Lin Yan, Tonya A. Penkrot, Jeffrey S. Kingsbury & Jon-Philippe K. Hyatt. (2023) The impact of effective study strategy use in an introductory anatomy and physiology class. Frontiers in Education 8.
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Muxin Zhang, Jason Morphew & Tim Stelzer. (2023) Impact of more realistic and earlier practice exams on student metacognition, study behaviors, and exam performance. Physical Review Physics Education Research 19:1.
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Tino Endres, Veit Kubik, Kenneth Koslowski, Florian Hahne & Alexander Renkl. (2023) Immediate Learning Benefits of Retrieval Tasks. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 55:2-3, pages 49-66.
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Abraham E. Flanigan, Kenneth A. Kiewra, Junrong Lu & Dzhovid Dzhuraev. (2022) Computer versus longhand note taking: Influence of revision. Instructional Science 51:2, pages 251-284.
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Gülfem Dilek Yurttaş Kumlu & Nejla Yürük. (2023) Investigation of cognitive and metacognitive strategies used by preservice science teachers exposed to explicit and peer tutoring reading strategies instruction. International Journal of Contemporary Educational Research 10:1, pages 1-24.
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Jalisha B. Jenifer, Susan C. Levine & Sian L. Beilock. (2022) Studying while anxious: mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus. ZDM – Mathematics Education 55:2, pages 359-369.
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Franklin M. Zaromb & Richard D. Roberts. 2023. Supporting Self-Regulated Learning and Student Success in Online Courses. Supporting Self-Regulated Learning and Student Success in Online Courses
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Caroline Z Muteti, Brooke I Jacob & Jacinta M Mutambuki. (2023) Metacognition instruction enhances equity in effective study strategies across demographic groups in the general chemistry I course. Chemistry Education Research and Practice.
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Lena Boström, Ulla Damber & Charlotta Collén. (2023) University students’ study strategies before and during the pandemic: Experiences from Swedish students. Social Sciences & Humanities Open 8:1, pages 100543.
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Shana K. Carpenter. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Stephany Duany Rea, Lisi Wang, Katherine Muenks & Veronica X. Yan. (2022) Students Can (Mostly) Recognize Effective Learning, So Why Do They Not Do It?. Journal of Intelligence 10:4, pages 127.
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Hailey L. Rinella & Adam L. Putnam. (2022) The study strategies of small liberal arts college students before and after COVID-19. PLOS ONE 17:12, pages e0278666.
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Erdem Onan, Wisnu Wiradhany, Felicitas Biwer, Eva M. Janssen & Anique B. H. de Bruin. (2022) Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice. Educational Psychology Review 34:4, pages 2451-2484.
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Tim Surma, Gino Camp, Renate de Groot & Paul A. Kirschner. (2022) Novice teachers’ knowledge of effective study strategies. Frontiers in Education 7.
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Sarah T. Kong & Corey S. Stocco. (2022) Teaching study skills to college students using checklist training. Behavioral Interventions 37:4, pages 1149-1165.
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Martine Baars & Olga Viberg. (2022) Mobile Learning to Support Self-Regulated Learning. International Journal of Mobile and Blended Learning 14:4, pages 1-12.
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Tsuyoshi Yamaguchi. (2022) A paradigm shift in learning strategy research: Illustration and example of a within-person examination. PLOS ONE 17:9, pages e0274548.
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Sabrina Badali, Katherine A. Rawson & John Dunlosky. (2022) Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?. Educational Psychology Review 34:3, pages 1651-1677.
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Emily P. Driessen, Abby E. Beatty & Cissy J. Ballen. (2022) Evaluating open-note exams: Student perceptions and preparation methods in an undergraduate biology class. PLOS ONE 17:8, pages e0273185.
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Shana K. Carpenter, Steven C. Pan & Andrew C. Butler. (2022) The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology 1:9, pages 496-511.
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Nick Naujoks, Bettina Harder & Marion Händel. (2022) Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy. Metacognition and Learning 17:2, pages 479-498.
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Tiffany R. Shin, Crystal Burkhardt, Robyn Kelton, Ashley N. Crowl, Ryan S. Funk & Sarah Shrader. (2022) Evaluating the impact of a flipped classroom model based on cognitive science of learning strategies in a pharmacotherapy course. Currents in Pharmacy Teaching and Learning 14:7, pages 840-846.
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Jiaxin Li, Er-Hu Zhang, Xinyi He, Haihui Zhang, Hecui Gou, Xinyi Wang, Shiran Wang & Hong-Wen Cao. (2022) Retrieval practice enhances learning and memory retention of French words in Chinese-English bilinguals. Lingua 272, pages 103294.
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Martine Baars, Farshida Zafar, Micah Hrehovcsik, Edwin de Jongh & Fred Paas. (2022) Ace Your Self-Study: A Mobile Application to Support Self-Regulated Learning. Frontiers in Psychology 13.
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Bernadette D'Souza & Amy E. Broeseker. (2022) Ascertaining and promoting effective study skills and learning habits of first-year pharmacy students. Currents in Pharmacy Teaching and Learning 14:5, pages 561-571.
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Alyssa L. Miller, Kathryn T. Wissman & Daniel J. Peterson. (2022) The continued influence effect: Examining how age, retraction, and delay impact inferential reasoning. Applied Cognitive Psychology 36:3, pages 708-723.
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Sharday N. Ewell, Sehoya Cotner, Abby Grace Drake, Sheritta Fagbodun, Angela Google, Lecia Robinson, Paula Soneral & Cissy J. Ballen. (2022) Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses. Journal of Microbiology & Biology Education 23:1.
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Lacy E. Krueger. (2021) An Examination of Study Time Allocation as a Contributor to Sex Differences in Multitrial Verbal Learning Performance. Psychological Reports 125:2, pages 822-838.
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Marissa Roffler & Ryan Sheehy. (2022) Self-reported Learning and Study Strategies in First and Second Year Medical Students. Medical Science Educator 32:2, pages 329-335.
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Ji Zhou & Xinghua Wang. (2020) The Influence of Chinese College Students’ Meta-Cognitive Strategy and Motivational Beliefs on their Study Habits. The Asia-Pacific Education Researcher 31:2, pages 93-103.
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Terry Byers, Vicky Leighton, Jack Leggett, Alex Krzensk, Rebecca Adamson, Christopher Pollock & Stephanie MacMahon. (2022) The impact of a preparatory science of learning intervention in secondary schools contexts in Australia. Review of Education 10:1.
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Tino Endres & Alexander Renkl. (2021) Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätztIndirect effects of retrieval practice—Intuitive yet often underestimated.. Unterrichtswissenschaft 50:1, pages 75-98.
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Marissa K. Hartwig & Eric D. Malain. (2022) Do students space their course study? Those who do earn higher grades.. Learning and Instruction 77, pages 101538.
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Jan Dirk Capelle, Carola Grunschel, Olga Bachmann, Miriam Knappe & Stefan Fries. (2021) Multiple action options in the context of time: When exams approach, students study more and experience fewer motivational conflicts. Motivation and Emotion 46:1, pages 16-37.
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Regan A. R. Gurung, Theresa Mai, Matthew Nelson & Sydney Pruitt. (2020) Predicting Learning: Comparing Study Techniques, Perseverance, and Metacognitive Skill. Teaching of Psychology 49:1, pages 71-77.
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Daniel Voyer, Scott T. Ronis & Narissa Byers. (2022) The effect of notetaking method on academic performance: A systematic review and meta-analysis. Contemporary Educational Psychology 68, pages 102025.
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Shelly J. Olin, Cary Springer & Kenneth Royal. (2021) Veterinary Students’ Use of Learning Objectives. Journal of Veterinary Medical Education.
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Svenja Heitmann, Niklas Obergassel, Stefan Fries, Axel Grund, Kirsten Berthold & Julian Roelle. (2021) Adaptive Practice Quizzing in a University Lecture: A Pre-Registered Field Experiment. Journal of Applied Research in Memory and Cognition 10:4, pages 603-620.
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Marcus P.G. Lithander, Lisa Geraci, Meltem Karaca & Jason Rydberg. (2021) Correcting Neuromyths: A Comparison of Different Types of Refutations. Journal of Applied Research in Memory and Cognition 10:4, pages 577-588.
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Campbell R. Bego, Keith B. Lyle, Jason C. Immekus & Patricia A. S. Ralston. (2021) Introducing desirable difficulty in STEM barrier courses with spaced retrieval practice. Introducing desirable difficulty in STEM barrier courses with spaced retrieval practice.
Suzanne Fergus, Amy Heelan, Sara Ibrahim, Hasan Oyman, Yolanda Diaz-de-Mera & Alberto Notario. (2021) Insights into Study Strategies and Habits: A Study with Undergraduate Students in Spain and the U.K.. Journal of Chemical Education 98:10, pages 3084-3089.
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Shima Salehi, Cissy J. Ballen, Gloriana Trujillo & Carl Wieman. (2021) Inclusive Instructional Practices: Course Design, Implementation, and Discourse. Frontiers in Education 6.
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Eva Bosch, Eva Seifried & Birgit Spinath. (2021) What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement. Learning and Individual Differences 91, pages 102056.
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Jennifer L. Osterhage. (2021) Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course. Journal of Microbiology & Biology Education 22:2.
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Vegard Gjerde, Robert Gray, Bodil Holst & Stein Dankert Kolstø. (2021) The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education 56:5, pages 055004.
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Anne M. Cleary, Katherine L. McNeely-White, Hannah Hausman, Jennifer Dawson, Sally Kuhn, Rebecca M. Osborn, Andrew M. Huebert & Matthew G. Rhodes. (2021) Wearable technology for automatizing science-based study strategies: Reinforcing learning through intermittent smartwatch prompting.. Journal of Applied Research in Memory and Cognition 10:3, pages 444-457.
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Michelle L. Rivers. (2020) Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning. Educational Psychology Review 33:3, pages 823-862.
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Suzan van Brussel, Miranda Timmermans, Peter Verkoeijen & Fred Paas. (2021) Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study. Instructional Science 49:4, pages 475-496.
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Vegard Gjerde, Bodil Holst & Stein Dankert Kolstø. (2021) Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research 17:1.
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Jacqueline Rix, Philip Dewhurst, Caroline Cooke & David Newell. (2021) Nonacademic qualities as predictors of performance in an undergraduate healthcare program. Journal of Chiropractic Education 35:1, pages 106-115.
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